Latino Parents' Science Beliefs and Support of High School Students' Motivational Beliefs: Do the Relations Vary across Gender and Familism Values?

Autor/inn/en	Simpkins, Sandra; Estrella, Gabriel; Gaskin, Erin; Kloberdanz, Erin
Titel	Latino Parents' Science Beliefs and Support of High School Students' Motivational Beliefs: Do the Relations Vary across Gender and Familism Values?
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 5, S.1203-1224 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simpkins, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9459-5
Schlagwörter	Hispanic American Students; Parent Attitudes; Student Motivation; Parent Child Relationship; High School Students; Longitudinal Studies; Grade 9; Grade 10; Gender Differences; Correlation; Scientific Attitudes; Academic Ability; Science Education + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Elternverhalten; Schulische Motivation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; High school; High schools; Oberschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 09; 9. Schuljahr; Schuljahr 09; Geschlechterkonflikt; Korrelation; Naturwissenschaftliche Bildung
Abstract	Based on the Eccles' expectancy-value theory, the objectives of this study were (1) to examine the longitudinal relations between Latino parents' science beliefs, parents' science support, and high school students' science motivational beliefs, and (2) to test whether these relations varied by familism values and adolescent gender. Multi-informant longitudinal survey data were collected from 104 Latino parents and adolescents during 9th and 10th grade. Parents' perceptions of their adolescents' science ability and value of science in 9th grade predicted higher parent science support at home in 10th grade if they were parents of boys. In contrast, these relations were not statistically significant for parents of daughters. Parent support in 9th grade predicted higher adolescent motivational beliefs one year later. This work provides evidence that parent support is important for high school student success in this understudied population. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01